Potentially, technology transfer offices (TTOs) can play a significant role in facilitating the successful transfer of technologies and knowledge between universities and industry. Many developing countries are currently developing technology transfer practices within their universities. However, many developing country TTOs operate inefficiently…

There are millions of children attending English as a Medium of Instruction (EMI) government schools for their basic education. The vast majority of these are in countries across the Global South. In these contexts, EMI policy decisions are rarely based on educational arguments while global learning discussions exist with limited engagement with…

In the context of educational globalization and increasing dominance of supranational organizations in educational governance, least developed countries (LDCs) have faced a new level of tension about whether their educational policies should follow the global educational models or seek solutions of their multifarious problems by promoting local…

Concerns about the academic performance of students from marginalized groups underscore calls for students to be taught by teachers of similar racial, ethnic, or gender identities (e.g., Miller, 2018). In sub-Saharan Africa, projects enlist women teachers as role models for girls in an effort to redress persistent gender disparities in education.…

This article examines some selected Educational Policies of First and Second Cycle Institutions in Ghana and Burkina Faso, in comparison with that of the UK and US. The purpose of the study is to itemise the commonalities and differences in Educational Policies of both developed (UK and US) and developing countries (Ghana and Burkina Faso) in…

This paper, which builds upon research linked to the development of sustainable study abroad programs in emerging nations, focuses on key challenges to true partnerships between emerging and established universities. It begins with an analysis of challenges which may occur when attempting to develop an equitable partnership based on joint grants…

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in…

This article was originally presented as a position paper at the Symposium on Information and Communication Technology (ICT) for Social Development held in Jakarta by the ASEAN Foundation Collaboratory (May 2006). Its main premise is that, while there is growing use of open and distance learning (ODL) in formal and nonformal education and training…

This document on the planning and implementation of national information policies is addressed primarily to decision-makers and planners in governments and public institutions, which are increasingly faced with the problem of formulating policies appropriate to the growing importance of information as an essential national resource. Designed to…

As the final report of the Intergovernmental Conference on Communication Policies in Africa, this document states the objectives of the conference, which are closely related to the topics upon which conferees focused. These topics, as discussed in this report, are (1) communication policies and planning in Africa; (2) problems and perspectives of…

Identifies the main educational issues in Africa today as stagnation of enrollments and erosion of quality. Outlines policy strategies involving adjustment to demographic and fiscal realities, revitalization of the educational infrastructure, and selective expansion of services. Discusses the role of the international donor community. (SV)

Criticizes the World Bank report for (1) its neglect of African educational research; (2) recommended input-focused monitorial strategies to improve schooling that ignore curriculum and instructional issues; and (3) recommended cost-sharing and cost-recovery measures that finance qualitative improvements but erode quantitative gains in equitable…

Comments on World Bank report. Emphasizes the importance of raising teacher morale and motivation, providing primary education to the most deprived groups, and continuing technical and managerial training needed for Africa's development. Disagrees with the Bank's view that decentralization and school autonomy would improve administrative…

Within the last few decades there have been significant initiatives to establish and develop international programs and systems to facilitate access to the information resources of cooperating countries. A program of the United Nations Educational, Scientific and Cultural Organization (Unesco), UNISIST was designed to encourage and coordinate the…

Comments on World Bank report. Agrees with improved primary school quality as principal focus of endeavor, but suggests that Bank views on decentralization of primary school finance are incompatible with achievement of universal primary education. Questions whether suggested cost containment measures for higher education are politically feasible.…